TKT Yl Young Learners Part 4 Focuses of Assessing Learning PDF

TKT: YL (Young Learners) Part 4: Focuses of assessing learning
Trainers notes
Description
This session covers the area of knowledge of focuses of assessing learning from TKT: YL
Part 4. Participants do a categorisation task and an information gap activity to look at these
areas and the format and content of the TKT: YL. There is an odd one out type sample task.
Time required:
Materials
required:
Aims:
45 minutes
Participants worksheet 1 (one copy for each pair, cut up)
Participants worksheet 2 (one copy for each pair of participants)
Sample task (one copy for each participant)
to familiarise participants with the TKT: YL Part 4 testing focus of

focuses of assessing learning
to consider different focuses of assessing learning
to share classroom knowledge and experience
to practise a TKT: YL Part 4 odd one out question type.
Procedure
1. Before the session, copy Participants worksheet 1 so there is one copy for each
pair or group of three participants, and cut each copy into strips. Copy and cut
Participants Worksheet 2 into two parts, 2A and 2B, so that there is one copy of 2A
for half the class and one copy of 2B for the other half of the class. Copy the Sample
Task so there is one copy for each participant.
2. Elicit or make the following points about TKT: YL:
TKT: YL focuses on children from 612 years
children at this age are at different stages of development. Young children are just
starting to read and write, which has implications for teachers when selecting the
focus of assessment
this session covers the testing focus of focuses of assessing learning.
3. (5 minutes) Write the following heading and example on the board:

Focuses of assessing learning
Behaviour e.g. observe how children come into the room at
the start of class (confidently, nervously etc.)
Brainstorm ideas with the group of other focuses and examples of them (see Key
below).
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
TKT: YL (Young Learners) Part 4: Focuses of assessing learning Trainers notes

www.teachers.cambridgeesol.org
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4. (10 minutes) Ask participants to divide a clean piece of paper into four. At the top of
each quarter, they should write the following headings:
Language
Use of learning strategies
Behaviour
Use of cognitive strategies
Teacher observes behaviour while:

5. Give out Participants worksheet 1, cut into strips, to each pair. They should
categorise the ways of assessing learning into these four different focuses.
6. Feedback with whole group to check answers. Ask participants which ways of
assessing they have used in class and which ones they will try (see Key below).
7. (5 minutes) Participants now consider the other focuses of assessing learning from
the brainstorming activity in Step 3. In pairs, they should discuss ways of assessing
progress in those areas.
8. Feed back together, asking pairs to share ideas and classroom experience (see Key
below).
9. (optional: this step can be omitted if already covered in other sessions) Participants
now work with a partner, sitting back to back to ask and answer questions. Give out
Participants worksheet 2A to one member of each pair and Participants
worksheet 2B to their partner. They complete the information gap activity about the
format and content of the TKT: YL test. Pairs check answers with each other if
necessary (see Key below).
10. (10 minutes) Give out Sample Task. Participants work individually to complete the
task. Allow no more than 6 minutes for this (candidates have an average of 1 minute
per question in the TKT: YL exam). They then compare answers with a partner.
11. Check answers together (see Key below). Point out:
this is an odd one out type question
the task is contextualised within a teaching framework in this case it

exemplifies different types of young learner assessment tasks
12. (5 minutes) Round up to review and summarize main points covered. Ask
participants:
Which part of TKT: YL have they covered? (Part 4: Assessing young learners
through classroom-based assessment. This session looked at the testing focus:
Focuses of assessing learning).
What have they learnt about assessment in the session? (Participants will
learn different things depending on their own experience and knowledge gaps).
How can they prepare for this part of TKT: YL? (To prepare for this part of the
test teachers can:

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try out ways of assessing learning from the session in their own teaching
situations
consider possible reasons for the effectiveness or ineffectiveness of

different types of assessment
Participants can do the Teaching Resources activities for TKT: Task types
1 4 and look at TKT: YL Part 4 for more information on the test format
and content.
https://www.teachers.cambridgeesol.org/ts/teachingresources
Additional information
Show participants the practice test and a sample answer sheet from the TKT: YL
Handbook and point out:
In the TKT: YL test they have to write answers on a separate answer sheet
The answer sheet has to be completed in 1 hour 20 minutes. Some people

complete it as they work through the test; others leave it until they have
finished all the questions. It doesnt matter which technique you use so long
as the answer sheet is completed accurately before the end of the test.
The TKT: YL Handbook is available to download at

http://www.cambridgeenglish.org/exams-and-qualifications/tkt/how-to-prepare/

Page 3 of 8

Answer keys
Step 3
Focuses of assessing young
learner learning
Examples
Childrens use of cognitive

strategies
matching, ranking and predicting
Language
vocabulary, pronunciation and grammar
Behaviour
in pair or small group work
Childrens use of learning

strategies
reviewing, planning work and self-assessment
Motivation
willingness to do homework and determination to

finish tasks
Attitude
feelings towards the class and relationships with

other children
Note: The first four assessment focuses are on the TKT: YL syllabus (see Handbook ).
Other focuses, including motivation and attitude, can be added to lists.
Step 8
Other focuses for assessing learning may include:
Motivation
Observe childrens determination to finish tasks and enthusiasm for

activities
Attitude
Ask children for opinions about the class, activities and their learning
Key to Participants Worksheet 1

Language
Use of learning strategies
Change nouns from singular to plural.
Ask children how they review work.
Sequence time expressions e.g. today

yesterday tomorrow.
Children use Can Do statements for selfassessment tasks.
Correct grammar
sentence.
Check young learner notebooks

assess how work is organised.
mistakes
Listen and correct pronunciation.
in
to
Discuss how young learners plan their

work.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning Answer keys

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Behaviour
Use of cognitive strategies
Teacher observes behaviour while:

children work in pairs or small groups.
the class follow instructions.
young learners work alone on tasks.
the group arrive and leave the
classroom.
Match pictures of animals with simple

descriptions.
Rank the class in order of age from
oldest to youngest.
Predict the next part of a film on DVD.
Sequence picture cards as they listen to
a story.
Key to Participants Worksheet 2

1
The sample task is an example of odd one out question type.
There are 80 questions in the TKT: YL test.
Candidates have 1 hour 20 minutes to do the test.
TKT: YL covers four syllabus areas.
The syllabus areas are childrens learning and development, planning and
preparing lessons, young learner teaching strategies and assessment.
Key to Sample Task

1. A
2. A
3. B
4. B
5. C
6. C
TKT: YL (Young Learners) Part 4: Focuses of assessing learning Answer keys

Page 5 of 8
Participants worksheet 1
Change nouns from singular to plural.
Sequence time expressions, e.g. today

yesterday tomorrow.
Correct grammar mistakes in a sentence.
Listen and correct pronunciation.
Ask children how they review their work.
Children use Can Do statements for selfassessment tasks.
Check young learner notebooks to assess

how their work is organised.
Teacher observes behaviour while children

work in pairs or small groups.
Discuss how young learners plan their

work.
Teacher observes behaviour while the

class follow instructions.
Teacher observes behaviour while young

learners work alone on tasks.
Teacher observes behaviour while the

group arrive and leave the classroom.
Match pictures of animals with simple

descriptions.
Rank the class in order of age from oldest

to youngest.
Predict the next part of a film on DVD.
Sequence picture cards as they listen to a

story.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning Participants worksheet 1

Page 6 of 8
Participants worksheet 2A
Complete the information on your sheet by asking your partner, and respond to her/his
questions.
A
The sample task is an example of
question type.
There are 80 questions in the test.

Candidates have
to complete the test.
TKT: YL covers four syllabus areas.

The syllabus areas are
and

Participants worksheet 2B
Complete the information on your sheet by asking your partner, and respond to her/his
questions.
B
The sample task is an example of 1 to 1 matching question type.
There are
questions in the test.
Candidates have 1 hour 20 minutes to complete the test.

TKT: YL covers
syllabus areas.
The syllabus areas are Childrens learning and development, Planning and preparing
lessons, Teaching strategies for young learner and Assessment.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning Participants worksheet 2A

Page 7 of 8
Sample Task
For questions 1 6, look at the incomplete statements about assessing children in class and
the three options for completing them listed A, B and C.
Two of the options complete the statements correctly. One of the options does NOT.
Mark the letter (A, B or C) which does NOT complete the statement correctly on your answer
sheet.
To assess their cognitive skills, the teacher asks the children to

A
B
C
To assess their ability to use language creatively, the teacher asks the children to
A
B
C
fill in a crossword puzzle using the pictures as clues.

use the words in a substitution drill.
label the items in the space provided.
To assess their ability to review their learning, the teacher asks the children to think about
the lesson and to
A
B
C
mime the words in a song.

follow a text with the words of a song.
answer some questions about a song.
To assess their spelling, the teacher asks the children to look at pictures and
A
B
C
listen to and perform a jazz chant in pairs.

take part in a role-play in pairs.
talk about their last holiday in pairs.
To assess their listening comprehension skills, the teacher asks the children to listen and
A
B
C
answer true/false questions about their favourite types of food.

put pictures of food into two groups: food they like and food they dont like.
sequence the prices of different foods from the cheapest to the most expensive.
decide what things they were good at.

list the words they understood.
say which activities they liked.
To assess their ability to remember language, the teacher asks the children to
A
B
C
fill in the gaps in a text about different types of clothes.

match words relating to clothes to pictures of different clothes.
listen to a song about different clothes.
TKT: YL (Young Learners) Part 4: Focuses of assessing learning Sample Task

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TKT Yl Young Learners Part 4 Focuses of Assessing Learning PDF

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TKT: YL (Young Learners) Part 4: Focuses of assessing learning

Participants worksheet 1 (one copy for each pair, cut up)

Participants worksheet 2 (one copy for each pair of participants)

Sample task (one copy for each participant)

to familiarise participants with the TKT: YL Part 4 testing focus of

to consider different focuses of assessing learning

to share classroom knowledge and experience

to practise a TKT: YL Part 4 odd one out question type.

TKT: YL focuses on children from 612 years

this session covers the testing focus of focuses of assessing learning.

3. (5 minutes) Write the following heading and example on the board:

TKT: YL (Young Learners) Part 4: Focuses of assessing learning Trainers notes

Use of learning strategies

Use of cognitive strategies

Teacher observes behaviour while:

this is an odd one out type question

the task is contextualised within a teaching framework in this case it

TKT: YL (Young Learners) Part 4: Focuses of assessing learning Trainers notes

consider possible reasons for the effectiveness or ineffectiveness of

The answer sheet has to be completed in 1 hour 20 minutes. Some people

The TKT: YL Handbook is available to download at

TKT: YL (Young Learners) Part 4: Focuses of assessing learning Trainers notes